The Shallows: What the Internet is Doing to Our Brains

By J. Barlow. 2010

1,068 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7d8be912328dc46407e94dd56d42d8511694db95

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Citations in the corpus

‘It's on my iPhone’: attitudes to the use of mobile computing devices in medical education, a mixed-methods study (2012, background): “22 Our relationship with information is changing, requiring us to develop more discipline about how we manage it.”
Echo chambers and viral misinformation: Modeling fake news as complex contagion (2018, background): “It has gone from the structured top-down logic of the machine— with centralized institutions and trained journalists making decisions from editorial chairs— to the decentralized and dynamic complexity of what resembles a swarm or herd—millions of dopamine-driven smartphone-users swiping through clic”
The iPhone Effect (2016, background): “But networked technologies are unique intellectual technologies (technologies that extend the abilities of our brain such as the printing press, radio, and television) because they subsume other intellectual technologies (Carr, 2011; Gergen, 1992, 1996).”
Technology in Language Use, Language Teaching, and Language Learning. (2016, background): “…as being detrimental to young people’s thinking and literacy, with the 21st-century ethos of rapid access to bits of information leading to fragmented experience, compromised ability to focus on other people, and lessened ability to think critically or argue logically (Bauerlein, 2009; Carr, 2010).”
Internet of Things, Real-Time Decision Making, and Artificial Intelligence (2017, background): “Other concerns include surveillance by autocratic governments and processing large data sets in an increasingly unfocused, unproductive and generally “shallow manner” [3].”
Diversifying and de-growing the circular economy: Radical social transformation in a resource-scarce world (2016, background): “That is, as well as long-standing concerns about equity of access and use to internet services, under this version of the SE we are all required to be 'smart cit-8 izen-consumers’, compelled whilst having little control over the nature a interactions (Vanolo, 2014). to be technologically literate (S”
Mindfulness Revisited (2015, background): “…“Search Inside Yourself” program (Tan, 2012), one of the most successful and widely publicized mindfulness training programs, is a prime example of how “integrity bubbles” can exist within a corporation which is, as Carr (2010) argued, “quite literally in the business of distraction” (p. 157).”
Perceived News Overload and Its Cognitive and Attitudinal Consequences for News Usage in South Korea (2017, background): “According to Nicholas Carr (2011), online reading yields lower comprehension levels than printed media.”
Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda (2011, background): “Curiosity, interest and engagement in technology 193 Social networking is effective in focusing our attention but can also become a source of distraction (Carr 2010).”
The myths of the digital native and the multitasker (2017, background): “In the learning setting, Fox, Rosen, and Crawford (2009) demonstrated that in order to comprehend a text to ‘mastery’, students who text messaged while reading needed to invest significantlymore time in reading the text than thosewhowere not text messaging; approximately 1.66 times as long.”